contentsmepsc.in/download/assessor.pdf · consistency of evidence the evidence ... credit the value...

Contents

1. Introduction and Contacts..………………. P.1

2. Qualifications Pack……….……....................P.2

3. Glossary of Key Terms ……………………….P.3

4. NOS Units……………………………………………P.5

technology consul t ing

OS describe whatindividuals needto do, know andunderstand inorder to carry outa particular jobrole or function

OS areperformancestandards thatindividuals mustachieve whencarrying outfunctions in theworkplace,together withspecifications ofthe underpinningknowledge andunderstanding

SSC contact details

E-mail: write the email address

Qualifications Pack-Assessor

SECTOR: INFORMATION TECHNOLOGY- INFORMATION TECHNOLOGY ENABLED SERVICES

(IT-ITES)ces Helpdesk AttendantSECTOR: MANAGEMENT & ENTERPRENEURSHIP AND PROFESSIONAL SKILLS COUNCIL

SUB-SECTOR:Training

OCCUPATION: Assessor

REFERENCE ID: MEP/Q0104

ALIGNED TO: NCO-2004/ NIL

Brief Job Description: Assessors deliver assessment services in the training and

vocational education and training sector. They assess candidates in an industry

area or area of subject matter expertise in a range of contexts in accordance

with scope of their certification by the relevant Sector Skills Council.

Personal Attributes: An aptitude for training-related work; strong interpersonal

skills, the ability to work as part of a team; a passion for quality and for

developing others; well-organised and focused, eager to learn and update

knowledge.

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Introduction

QUALIFICATIONS PACK - OCCUPATIONAL STANDARDS FOR TRAINING AND ASSESSMENT

Font: Callibri(Body),Font size 16

Qualifications Pack For Assessor

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Qualifications Pack Code MEP/0104

Job Role Assessor

Credits(NSQF) TBD Version number 1.0

Sector Management & Entrepreneurship and Professional Skills Council Drafted on

14/03/2015

Sub-sector Training & Assessment Last reviewed on 18/03/2015

Occupation Assessor Next review date 18/03/2017

Job Role Assessor

Role Description Assessor deliver accredited training services in the training and vocational education and training sector.

NSQF level

Minimum Educational Qualifications*

Maximum Educational Qualifications*

5Year 10 or equivalent standard in literacy and numeracy

Not Applicable

Training (Suggested but not mandatory)

As per the standards set by revelant SSC to practice in different industry sectors.

Experience As per the standards set by revelant SSC to practice in different industry sectors.

Applicable National Occupational

Standards (NOS)

Compulsory:

1. MEP/N0101: Work effectively within Indian sector

2. MEP/N0102: Maintain and enhance

professional practice and technical competency

3. MEP/N9009: Undertake competency based

summative assessment

4. MEP/N9010: Participate in assessment validation

and moderation

Optinal N.A

Performance Criteria As described in the relevant OS units

Job

Det

ails


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Keywords /Terms Description

Assessment The process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise occupational standard of a Qualification Pack.

Assessment Context The environment in which the assessment of competency will be carried out. This may be the environment where the work is performed 'in situ', a simulated environment which replicates the work environment, various contexts which address different aspects of the competency. It also includes physical and operational factors, the assessment system within which assessment is carried out, the range of opportunities for gathering evidence in a number of situations, the purpose of the assessment, who carries out the assessment and the period of time during which the assessment takes place.

Assessment Judgement The exercise of thinking skills by the assessor to evaluate whether the evidence provided meets the principles of assessment and rules of evidence and whether the candidate is competent or not yet competent based on the evaluated evidence.

Assessment Methods The particular technique/s used to gather different types of evidence. This may include methods or techniques such as questioning, direct observation, structured activities, third party feedback, portfolios and review of products.

Assessment Only Pathway

The achievement of NOS or QPs recognised through a process of formal assessment by an assessor which involves evaluative judgement of collected evidence arising from any combination of formal or informal education and training and education, work experience and/or general life experience; recognition of competence held through a process of assessment that is not directly linked to a structured learning process to support achievement of the competencies.

Assessment quality management

Processes that could be used to help achieve comparability of standards. Typically, there are three major components to quality management of assessments: quality assurance, quality control and quality review.

Assessment System A controlled and ordered process designed to ensure that assessment decisions made in relation to many individuals, by many assessors, in many situations are consistent, fair, valid and reliable, and may include: grievances and appeals process, validation systems and processes, reporting/recording arrangements, acquisition of physical and human resources, administrative procedures, roles and responsibilities, partnership arrangements, quality assurance mechanisms, risk management strategies, and documented assessment processes.

Assessment Tool An assessment tool includes the following components: the context and conditions for the assessment, the tasks to be administered to the candidate, an outline of the evidence to be gathered from the candidate and the evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules). It also includes the administration, recording and reporting requirements.

Assessor An assessor means an individual or organisation responsible for the assessment of NOS in accordance with the National Skills Qualifications


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Framework.

Authenticity One of the rules of evidence and relates to ensuring the evidence is from, or of, the candidate, not another person; i.e. the assessor needs to be satisfied that the evidence gathered is the candidate’s own work.

Candidate The person presenting for assessment

Client A person (learner/candidate) or an organisation, that uses or purchases training and/or assessment services.

Code The unique alpha‐numeric identifier allocated to the NOS and QPs

Competency Competency is the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.

Competency based assessment

Competency based assessment is a purposeful process of systematically gathering, interpreting, recording and communicating to stakeholders, information on candidate development against industry National Occupational Standards (NOS) and/or learning outcomes.

Consistency of evidence The evidence gathered needs to be evaluated for its consistency with other assessments of the candidate’s performance, including the candidate’s usual performance levels.

Construct validity The extent to which certain explanatory concepts or constructs account for the performance on a task. It is concerned with the degree to which the evidence collected can be used to infer competence in the intended area, without being influenced by other non-related factors (e.g. literacy levels).

Content validity The match between the required knowledge and skills specified in the NOS and the assessment tool’s capacity to collect such evidence.

Contingency Management Skills

One of the four dimensions of competency. These skills involve the requirement to respond to irregularities and breakdowns in routine.

Core Skills/Generic Skills

Core Skills or Generic Skills are a group of skills that are key to learning and working in today's world. These skills are typically needed in any work environment. In the context of the OS , these include communication related skills that are applicable to most job roles

Credit The value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications which reduces the amount of learning required to achieve a qualification.

Credit Transfer A process that provides students with agreed and consistent credit outcomes based on identified equivalence in content and learning outcomes between matched qualifications.

Currency One of the rules of evidence. In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Currency in assessment One of the rules of evidence and relates to the age of collected evidence. Competency requires demonstration of current performance – therefore the evidence collected must be current/very recent.

Currency in practice Keeping up-to-date with the technical area of work which is the focus/subject area of delivery/assessment and keeping up-to-date as a trainer/VET practitioner/VET professional with developments in training/assessment/VET


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practice.

Decision making rules The rules to be used to make judgements as to whether competency has been achieved (note that if grades or scores are also to be reported, the scoring rules should outline how performance is to be scored). Such rules should be specified for each assessment tool. There should also be rules for synthesising multiple sources of evidence to make overall judgements of performance.

Description Description gives a short summary of the unit content. This would be helpful to anyone searching on a database to verify that this is the appropriate OS they are looking for.

Dimensions of Competency

Dimensions are part of the broad concept of competency, which includes all aspects of work performance as represented by task skills, task management skills, contingency management skills and job/role environment skills..

Direct Observation An assessment method which involves opportunities to view real work/real time activities in the workplace or work activities in a simulated workplace environment

Elements Elements of a NOS that describe actions or outcomes which are demonstrable and assessable.

Entry Requirements Specified prior knowledge, skill, and experience, expressed in terms of competency, and may include licensing or industry recognised standards. Where entry requirements are identified, these are mandatory.

Evidence Information gathered to support a judgement of competence against the specifications of the relevant unit or units of NOS.

Face validity The extent to which the assessment tasks reflect real work-based activities.

Fairness One of the principles of assessment. Fairness in assessment requires: consideration of the individual candidate’s needs and characteristics and any reasonable adjustments that should be applied; clarity of communication between the assessor and the candidate to ensure the candidate is fully informed of, participates in, and consents to, the assessment process; opportunities that allow the person/s being assessed to challenge assessments and with provision for reassessment are provided.

Flexibility (assessment) One of the principles of assessment. To be flexible, assessment should: reflect the candidate's needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development

Function Function is an activity necessary for achieving the key purpose of the sector, occupation, or area of work, which can be carried out by a person or a group of persons. Functions are identified through functional analysis and form the basis of NOS.

Job role Job role defines a unique set of functions that together form a unique employment opportunity in an organisation.

Job/Role Environment Skills

One of the four dimensions of competency. These skills involve demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.

Knowledge Conceptual and procedural forms of knowledge and the depositions (the values and attitudes) that underpin them. Conceptual knowledge comprises facts, information, propositions, assertions and concepts that range in levels of increasing complexity. Procedural knowledge comprises techniques, skills


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and the ability to secure goals.

Knowledge and Understanding

Knowledge and Understanding are statements which together specify the technical, generic, professional and organisational specific knowledge that an individual needs in order to perform to the required standard

Language, Literacy and Numeracy (LLN)

Taken collectively, these are the skills to communicate in oral and written form. The term includes reading and use of written information; the ability to write appropriately and in a range of contexts, and the integration of speaking, listening, and critical thinking with reading and writing. LLN includes numeracy, such as the recognition and use of numbers and basic mathematical signs and symbols within text.

National Occupational Standards (NOS)

NOS are Occupational Standards which apply uniquely in the Indian context.

National Skills Qualification Framework (NSQF)

The policy framework that defines all qualifications recognised nationally in post-compulsory education and training in India.

National Skills Qualification Framework Alignment

Alignment to the National Skills Quality Framework: (NSQF): occurs when a group of NOS within a QP are a viable NSQF level (in line with the guidance provided in the current National Skills Quality Framework notification and National Skill Development Agency guidance)

Occupation Occupation is a set of job roles, which perform similar/related set of functions in an industry.

Occupational Standards (OS)

OS specify the standards of performance an individual must achieve when carrying out a function in the workplace, together with the knowledge and understanding they need to meet that standard consistently. Occupational Standards are applicable both in the Indian and global contexts.

Organisational Context Organisational Context includes the way the organisation is structured and how it operates, including the extent of operative knowledge managers have of their relevant areas of responsibility.

Performance Criteria Performance Criteria are statements that together specify the standard of performance required when carrying out a task.

Predictive validity A form of criterion validity concerned with the ability of the assessment outcomes to accurately predict the future performance of the candidate.

Principles of Assessment

To ensure quality outcomes, assessment should be: fair; flexible; valid; reliable; sufficient.

Qualifications Pack (QP) Qualifications Pack comprises the set of OS, together with the educational, training and other criteria required to perform a job role. A Qualifications Pack is assigned a unique qualification pack code.

Recognition of Prior Learning (RPL)

An assessment process that involves assessment of the individual’s relevant prior learning to determine the credit outcomes of an individual application for credit.

Reliability One of the principles of assessment and refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliability requires a standard benchmark of assessor competence and relevant vocational competence or access to subject matter expertise, and can only be achieved when assessors share a common interpretation of the unit/s being assessed.

Rules of evidence: Closely related to the assessment principles and provide guidance on the


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collection of evidence to ensure that it is valid, sufficient, authentic and current.

Sector Sector is a conglomeration of different business operations having similar businesses and interests. It may also be defined as a distinct subset of the economy whose components share similar characteristics and interests.

Sector Skills Councils (SSCs)

National bodies contracted by the NSDC to develop and maintain NOS and QPs specific to the industry area(s) for which they have coverage and to accredit training affiliates and assessment bodies.

Simulation A form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role-plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:

technical skills

required knowledge

generic skills such as decision making and problem solving

workplace practices such as effective communication.

Skills An ability to perform a particular activity which may be developed by training or practice which may be intellectual, manual, motor, perceptual, social. Specified skills are identified as part of each NOS and competence usually requires a combination of skills in the application of cognitive and psycho-motor functions.

Sub-functions Sub-functions are sub-activities essential to fulfill the achieving the objectives of the function.

Sub-sector Sub-sector is derived from a further breakdown based on the characteristics and interests of its components.

Sufficiency One of the principles of assessment and also one of the rules of evidence. Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly.

Task Management Skills One of the four dimensions of competency. These skills involve demonstrating the ability to manage a number of different tasks/operations/activities within the job role or work environment.

Task Skills One of the four dimensions of competency. These skills encompass the ability to perform individual tasks.

Technical and Vocational Education and Training (TVET)

The sector responsible for developing the skills and knowledge of individuals for work. It includes TVET undertaken in industries, enterprises, government agencies, and community and school settings.

Technical Knowledge Technical Knowledge is the specific knowledge needed to accomplish specific designated responsibilities.

Unit Code Unit Code is a unique identifier for an Occupational Standard , which is denoted by an ‘N’.

Unit Title Unit Title gives a clear overall statement about what the incumbent should be able to do.


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Validity One of the principles of assessment and also one of the rules of evidence. Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

assessment against the units of NOS must cover the broad range ofskills and knowledge that are essential to competent performance

assessment of knowledge and skills must be integrated with theirpractical application

judgement of competence must be based on sufficient evidence.Evidence should be gathered on a number of occasions and in a rangeof contexts, using different assessment methods. The specificevidence requirements of the units provide advice relating tosufficiency.

Validity in assessment There are five major types of validity: face, content, criterion (predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g., competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence. Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group.

Vertical Vertical may exist within a sub-sector representing different domain areas or the client industries served by the industry. In the column “

Vocational Competency Broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the sector.


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-MEP/N0101 Work effectively within Indian sector

Overview

This Occupational Standard describes the knowledge, understanding and skills required

to work effectively within Technical and Vocational Education sector


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nit Code MEP/0101Unit Title (Task)

Work effectively within Indian sector

Description This unit specifies the performance outcomes, skills and knowledge required to work effectively within Indian sector

Scope This unit is common to many job roles in the Indian skills system.

The unit covers sector requirements to:

Work within the Indian skills system

Work within the organisation’s quality framework

Manage work and work relationships and work effectively in the workplace

Apply a client focused approach

Work ethically

Apply Health, Safety and Environment (HSE) practices in a training / assessment

environment

Elements and Performance Criteria(PC) w.r.t. the Scope

Element Performance Criteria

1. Work within theIndian skillssystem

PC1. Access information and advice on policies and programs in the Indian skills

system on a regular basis and apply knowledge to work performed in

accordance with organisational procedures

2. Work within theorganisation’squality framework

PC2. Undertake work according to the organisation’s quality assurance policies,

procedures, processes and codes of conduct.

PC3. Undertake work according to relevant ethical and legal responsibilities.

3. Manage work andwork relationshipsand workeffectively in theworkplace

PC4. Plan and undertake work collaboratively with colleagues through sharing

information and ideas and working together on agreed outcomes.

PC5. Obtain, evaluate and act upon feedback from clients and colleagues

PC6. Perform tasks to the required workplace standard

PC7. Complete administrative duties accurately, systematically and within

required timeframes

PC8. Effectively use established communication systems and protocols in the

workplace

4. Apply a clientfocused approach

PC9. Identify clients and their needs through effective communication and use

this information to develop effective work practices and outcomes.

5. Work ethically PC10. Protect the rights of the client/leaner when delivering services

PC11. Ensure services are delivered equally to all clients regardless of personal and

cultural beliefs

PC12. Recognise potential ethical issues in the workplace and discuss with an

appropriate person

PC13. Recognise unethical conduct and report to an appropriate person

PC14. Apply organisational guidelines and legal requirements on disclosure and

confidentiality

PC15. Demonstrate awareness of personal values and attitudes to ensure non-

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judgemental practice

PC16. Recognise, avoid and/or address any conflict of interest

PC17. Report incidents in accordance with organisational procedures

6. Apply HSEpractices in atraining /assessmentenvironment

PC18. Promote a safe working environment and adhere to risk management

strategies for clients, colleagues and others who enter the workplace, in

accordance with duty of care requirements

PC19. Identify, control and report HSE issues relating to immediate work

environment according to procedures

PC20. Work safely and apply HSE practices in the training environment including

using appropriate personal protective equipment (PPE) where required

PC21. Follow emergency response procedures

PC22. Document safety records according to organisational policies.

Knowledge and Understanding (K)

A. Organisational Context (Knowledge

of the company /

organisation and its

processes)

The user/individual on the job needs to know and understand: KA1. Organisation’s quality assurance, policies and procedures such as:

a. enrolment and induction/orientationb. complaints, grievances and appealsc. assessment, including skills recognition, pre- assessment and appealsd. training support requirements, for example, language, literacy,

numeracy and disability needse. feesf. access and equityg. welfare and guidanceh. issuance of qualificationsi. risk managementj. continuous improvementk. Health Safety and Environment (HSE)l. staff disciplinary proceduresm. financial and records managementn. management processes for learning resources and learning materialso. recruitment and induction of personnelp. staff qualifications

KA2. the training and/or assessment organisation's systems, policies and procedures

KA3. relevant vocational education and training terminology appropriate to the work role

KA4. the diversity of clients, client needs, client expectations for technical and vocational education and training services

KA5. Organisation procedures relating to:

how to report and minimise risks

reporting incidents

dealing with conflict and poor working relationships

resource usage and financial responsibility

established communications systems and protocols

workplace safety and risk managementKA6. techniques of effective time management, workload management and


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contingency management KA7. Organisational performance standards and timeframes KA8. Purpose of quality assurance and quality improvement practice and processes

by which improvements to protocols, guidelines, programmes, services and organisational systems/requirements should be reported

B. Technical Knowledge

The user/individual on the job needs to know and understand: KB1. Key principles of the National Skills Qualification Framework (NSQF) and

National Skills Development Policy 2009 KB2. Processes and techniques to recognise, utilise, support and develop the skills

and expertise of team members and support staff KB3. The principles of team work and the characteristics of high performing teams

and how to apply them to own and team work outcomes KB4. Equity, social inclusion and anti-discrimination policy KB5. Industry national occupational standards relevant to area KB6. Current national quality assurance arrangements for training organisations

and assessing bodies KB7. The principles of competency-based training and assessment, for example:

a. National Occupational Standards define performance outcomes,applied knowledge and skills needed for work

b. National Occupational Standards form the basis for teaching andlearning and training delivery in recognised TVET

c. learning is outcomes focused not inputs drivend. National Occupational Standards establish requirements for

assessmente. assessment is criterion referenced/not norm referencedf. assessment is reported as competent/not yet competentg. National Occupational Standards are industry defined and have a

national focusKB8. Ethical practice such as:

a. Distinction between ethical and legal problemsb. Importance of ethics in practicec. Principles and practices for upholding the rights of the clientd. Principles and practices of confidentialitye. Relevant standards and codes of practice in the sectorf. Rights and responsibilities of clientsg. Rights and responsibilities of workersh. Specific principles underpinning duty of care and associated legal

requirementsi. Strategies for addressing common ethical issuesj. Principles of ethical decision-makingk. Reporting mechanisms for suspected unethical conduct

KB9. Health Safety and Environment practices including a. The appropriate use of personal protective equipment- hand gloves,

safety shoes, safety goggles, masks, apronb. Safe use of tools and equipmentc. Taking action and reporting hazardous eventsd. Communication protocols for reporting risks and hazardous eventse. Organisational job roles, responsibilities and compliance

accountabilities


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Skills (S)

A. Core Skills/ Generic

Skills

Writing Skills

The user/ individual on the job needs demonstrate ability to: SA1. write documents for a range of vocational education and training audiences

and purposes SA2. report hazardous events and risks

Reading Skills

The user/individual on the job needs: SA3. language and literacy skills to read and interpret a range of documentation,

including technical and subject matter documents, references and texts

Oral Communication (Listening and Speaking skills)

The user/individual on the job needs to demonstrate how to: SA1. communicate with personnel across all levels of the organisation and with

clients SA2. understand and use vocabulary and terminology specific to the vocational

education and training environment SA3. actively listen and summarise key points, make evaluative judgements and

articulate verbally to a client or colleague SA4. facilitate discussions to encourage problem solving, sharing of strategies, and

exploring different solutions to problems SA5. work effectively as a team member to cultivate collaborative and participative

work relationships

Technology skills

The user/individual on the job needs to demonstrate how to: SA6. Use computer hardware and relevant software SA7. Use office/business equipment SA8. Use the appropriate personal protective equipment (PPE) SA9. Operate and use tools and equipment properly as per Standard Operating

Procedures (Company standards).

B. Professional Skills Decision Making

The user/individual on the job needs to demonstrate : SB1. How to identify and access relevant sources of national vocational education

and training policies, frameworks, legislation and guidelines and apply to own work

SB2. Respond quickly and to take safety precautions for different hazardous situations.

Plan and Organize

The user/individual on the job needs to demonstrate : SB1. How to plan and organise own work SB2. How to manage work and work relationships

Customer Centricity

The user/individual on the job needs demonstrate: SB3. How to identify and meet client and student needs


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Problem Solving

The user/individual on the job needs to demonstrate: SB4. cognitive and interpretation skills to interpret and apply national and

organisational policy documents and client needs SB5. application of problem solving skills that require negotiation to resolve

problems of a difficult nature within organisation protocols

Analytical Thinking

The user/individual on the job needs to demonstrate : SB6. N/A

Critical Thinking

The user/individual on the job needs to demonstrate : SB7. N/A


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NOS Version Control

Back to top…

NOS Code MEP/0101

Credits( NSQF) TBD Version number 1.0

Industry Management & Entrepreneurship and Professional Skills Council Drafted on 14/03/2015

Industry Sub-sector Training & Assessment Last reviewed on 18/03/2015



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MEP/N0102 Maintain and enhance professional practice and technical competency

Overview

This Occupational Standard describes the knowledge, understanding and skills required to

maintain and enhance professional practice and technical competency


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Unit Code MEP/N0102Unit Title (Task)

Maintain and enhance professional practice and technical competency

Description This unit specifies the performance outcomes, skills and knowledge required for individuals to manage their personal professional performance and to take responsibility for their professional development in relation to the provision of training and/or assessment services.

Scope Application of this unit should be contextualised to reflect specific workplace requirements and practices.


Model high standards of performance

Determine professional development needs and prepare development plan

Participate in professional development and up skilling activities.

Reflect on and evaluate professional practice


Element Performance Criteria 1. Model high

standards ofperformance

PC1. Perform consistently in accordance with the organisation's goals and

objectives and organisational/professional codes of conduct

PC2. Demonstrate behaviours that promote professionalism in the learning

environment

PC3. Reflect individual responsibilities and accountabilities in work goals and plans

in accordance with organisational and legal requirements.

PC4. Apply ethical and inclusive practices in professional practice

2. Determineprofessionaldevelopmentneeds and preparedevelopment plan

PC5. Receive feedback on own performance at different levels

PC6. Use feedback from colleagues and clients to identify personal learning needs

and areas of professional development.

PC7. Research industry and skills sector trends and skill needs to identify personal

development needs according to career goals.

PC8. Prepare a personal development plan in consultation with relevant colleagues

and associates.

3. Participate inprofessionaldevelopment andup skillingactivities.

PC9. Identify and pursue development opportunities to support continuous

learning and maintain currency of professional practice.

PC10. Participate in formal and informal professional networks to support

continuous learning.

PC11. Undertake training and assessment to achieve relevant identified

competencies in line with personal development plan.

4. Reflect on andevaluateprofessionalpractice

PC12. Research developments and trends impacting on professional practice and

integrate into work performance

PC13. Use feedback from colleagues/clients to identify and introduce continuous

improvements in work performance

PC14. Contribute to continuous improvement of systems and processes in the

workplace.

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B. Organisational Context

(Knowledge of the

company /

organisation and

its processes)

The user/individual on the job needs to know and understand: KA9. The goals and objectives of the organisation/workplace KA10. The organisational code of conduct KA11. How to determine professional development needs and develop development

plan processes, procedures and opportunities relating to professional development and ongoing skill development within and outside the organisation


The user/individual on the job needs to know and understand: KB10. How to use professional techniques and strategies such as:

a. presenting a confident and assured manner in challenging situationsb. maintaining ethical practicec. using motivation strategiesd. managing time prudentlye. acknowledging and respecting the attitudes and beliefs of othersf. promoting active participation

KB11. Behaviours that promote professionalism in the learning environment such as: a. maintaining professional relationships with learnersb. setting and maintaining boundaries between trainer/assessor and

learnerc. respecting the individuality of the learnerd. being respectful; honest; non-judgemental; positive and encouraging;

diplomatice. motivating and inspiring learners

KB12. How to use feedback obtained from: a. formal/informal performance appraisalsb. comments from supervisors and colleaguesc. comments from trainees and/or clientsd. personal reflections on performancee. routine organisational methods for monitoring service delivery

KB13. The application of ethical and inclusive practices such as: a. demonstrating probity in all areas of responsibilityb. modelling organisational/professional codes of conductc. reinforcing ethical conduct in interactions with othersd. showing sensitivity and respect for individual diversity and culturee. recognising and utilising difference to develop individualsf. fostering a culture of inclusiveness

KB14. The components of a Personal Professional Development plan such as: a. identified skills gap if relevantb. work and personal career objectivesc. identified areas requiring developmentd. learning opportunities/activitiese. relevant work activities/projectsf. links to organisational training needs

KB15. The variety of development opportunities such as: a. undertaking further higher education/TVET qualificationsb. participating in skills gap training


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c. industry attachmentd. undertaking professional development in specific areas of practicee. internal training/development programsf. relevant conferences, seminars and workshopsg. reading relevant journals and literatureh. networking with internal/external colleaguesi. coaching and/or mentoring

KB16. How to access professional networks such as: a. informal networks with:

i. other trainers/facilitators, assessorsii. people working in industry/vocational area

iii. contacts in vocational education and trainingb. formal networks such as:

i. local/interstate assessor/trainer networksii. regional, specialist associations

iii. professional/occupation associationsKB17. Continuous improvement techniques and processes such as:

a. evaluationb. records review and maintenancec. self-assessmentd. business/operational planninge. ongoing education and trainingf. team meetings and networking

KB18. Social and education trends and changes impacting on the technical and vocational education and training(TVET) environment, for example:

a. policy changesb. technological changesc. cultural changesd. socio-economic changes

KB19. Relevant policies, codes of practice and national standards including key principles of the National Skills Qualification Framework (NSQF) and National Skills Development Policy 2009

Skills (S)

C. Core Skills/

Generic Skills

Writing Skills

The user/ individual on the job needs to demonstrate how to: SA4. document personal learning needs SA5. complete and maintain records related to professional development

Reading Skills

The user/individual on the job needs to demonstrate: SA6. literacy skills to:

read and interpret vocational education and training information such aslegal/ organisational policy documents

read relevant industry and TVET journals and literature


The user/individual on the job needs to demonstrate: SA1. communication skills to:


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obtain feedback from colleagues and clients

participate in professional networks

consult with colleagues and clients

participate in industry events and activities

build professional relationships

Technology skills

The user/individual on the job needs to demonstrate how to: SA10. Use computer hardware and relevant software SA11. Use office/business equipment

D. Professional Skills Decision Making

The user/individual on the job needs to demonstrate: SB3. N/A

Plan and Organize

The user/individual on the job needs to demonstrate: SB4. How to plan and conduct self-assessment to determine own technical

competencies. SB5. How to organise professional development activities

Customer Centricity


Problem Solving


Analytical Thinking

The user/individual on the job needs to demonstrate how to: SB8. systematically evaluate personal work practices to improve performance or

understanding SB9. undertake a self-evaluation to identify gaps in skills or knowledge SB10. analyse and identify career options SB11. apply research skills to:

keep up with trends in vocational education and training to obtain currentinformation

identify relevant industry affiliations

Identify and keep up with trends/changes/developments in the vocationalarea of competency and relevant sectors

Critical Thinking



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NOS Code MEP/N0102

Credits (NSQF) TBD Version number 1.0

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MEP/N9009 Undertake competency based summative assessment

Overview


undertake competency based assessment


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Unit Code MEP/N9009

Unit Title (Task)

Undertake competency based summative assessment

Description This unit specifies the performance outcomes, skills and knowledge to organise and conduct summative competency based assessment

Scope Application of this unit should be contextualised to reflect specific workplace requirements and practices


Prepare the assessment environment and candidates for assessment

Gather evidence as basis for decision

Make the assessment decision

Record and report assessment decision

Provide feedback to the appropriate authority


Element Performance Criteria 1. Prepare the

assessment

environment and

candidates for

assessment

PC1. Confirm assessment plan and organisational/ ethical requirements

for conducting assessment

PC2. Check that materials, physical resources and other details of the

assessment plan are in place and amend assessment plan if

required

PC3. Review assessment tools and instruments to confirm evidence

requirements and criteria against which candidate is to be assessed

PC4. Explain, discuss and clarify details of the assessment plan and the

assessment process with the candidates, including opportunities

for assessment, reasonable adjustment, re-assessment and appeals

PC5. Explain context and purpose of assessment to candidates in line

with the requirements of the relevant assessment guidelines

2. Gather evidence as

basis for decision

PC6. Apply Principles of Assessment and the Rules of Evidence in

gathering assessment evidence

PC7. Use agreed assessment methods and tools to gather, organise and

document evidence in a format suitable to determine competence

PC8. Incorporate reasonable adjustment during assessment to

accommodate candidate needs and characteristics in line with the

assessment guidelines

3. Make the

assessment

decision

PC9. Examine collected evidence and make assessment decision in line

with agreed assessment plan, the assessment criteria and rubrics

provided by the assessment body

PC10. Use professional judgement to infer whether competence has

been demonstrated, based on the available evidence and Rules of

Evidence

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4. Record and report

assessment

decision

PC11. Record assessment outcomes promptly and accurately according

to assessment policies and procedures and organisational

requirements

PC12. Complete and process assessment records ethically and securely

according to agreed procedure

PC13. Inform relevant parties of the assessment decision, according to

confidentiality requirements and organisational procedures

5. Provide feedback

to the

appropriate

authority

PC14. Evaluate own assessment practice

PC15. Give clear and constructive feedback on the assessment outcome

and process to the appropriate authority in accordance with

contractual and organisational requirements

PC16. Explore ways, with the training organisation and other relevant

authorities, of overcoming any candidate’s gaps in competency

PC17. Maintain confidentiality at all times when recording and reporting

assessment decisions in line with organisational policy and

procedures


C. Organisational Context

(Knowledge of the

company /

organisation and

its processes)

The user/individual on the job needs to know and understand: KA12. Assessment body’s assessment system policies and procedures

such as:

a. candidate selection

b. rational and purpose of competency-based assessment

c. assessment records/data management/ information

management

d. recognition of prior learning/credit arrangements

e. assessors - needs, qualifications, maintaining currency

f. assessment reporting procedures

g. assessment appeals

h. candidate grievances/complaints

i. validation

j. evaluation/internal audit

k. costs/resourcing

l. access and equity/reasonable adjustment

m. links with overall quality management system


The user/individual on the job needs to know and understand: KB20. The characteristics of competency-based assessment, including:

criterion-referenced versus norm referenced assessment

National Occupational Standards as the benchmarks forassessment

competency-based reporting

principles of assessment and how they are applied

rules of quality evidence and how they are applied


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different purposes of assessment, including recognition ofprior learning

reasonable adjustments and when they are applicable

types and forms of evidence, including assessment tools thatare relevant to gathering different types of evidence used incompetency-based assessment, including recognition of priorlearning

potential barriers and processes relating to evidence-gatheringprocedures and assessment processes

national and organisational assessment system policies andprocedures

KB21. sector specific technical requirements KB22. cultural sensitivity and equity considerations KB23. HSE relating to the work role, and HSE considerations to be

included in collecting evidence, including:

hazard identification and risk control measures

requirements for reporting hazards and incidents

emergency procedures

procedures for use of relevant personal protectiveequipment(PPE)

safe use of relevant equipment

sources of OSH information

role of key workplace personnel

responsibilities of learnerKB24. How to apply assessment tools such as:

any instrument and procedure for gathering and interpretingevidence in accordance with designated assessment methods

the use of relevant technology used when deployingassessment tools (eg: tablets, simulators)

instruments to gather evidence, such as:

profile of acceptable performance measures

templates and proformas

specific questions or activities

evidence and observation checklists

checklists for evaluating work samples

candidate self-assessment materials

procedures, information and instructions for theassessor and candidate relating to the use ofassessment instruments and assessment conditions.

KB25. How to interpret and apply the Principles of Assessment: a. Fairnessb. Flexibilityc. Validity (face, content, criterion (i.e. predictive and

concurrent), construct and consequentiald. Reliability (reliability: internal consistency; parallel forms;

split-half; inter-rater; and, intra-rater)


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KB26. How to interpret and apply the Rules of Evidence: a. Validityb. Sufficiencyc. Authenticity

d. CurrencyKB27. Principles of reasonable adjustment KB28. Purpose and features of evidence, and different types of evidence

used in competency-based assessments, including RPL KB29. The different types of assessment methods, including suitability for

collecting various types of evidence, such as: a. direct observation, for example:

i. real work/real time activities at the workplaceii. work activities in a simulated workplace

environmentb. structured activities, for example:

i. simulation exercises and role-playsii. projects

iii. presentationsiv. activity/job sheets

c. questioning, for example:i. written questions

ii. interviewsiii. self-assessmentiv. verbal questioningv. questionnaires

vi. oral or written examinationsd. portfolios of evidence, for example:

i. collection of work samples compiled by candidateii. product with supporting documentation

iii. historical evidenceiv. journal or log bookv. information about life experience

e. review of products, for example:i. testimonials and reports from employers and

supervisorsii. evidence of training

iii. authenticated prior achievements

iv. interview with employer, supervisor, or peer

Skills (S)

E. Core Skills/

Generic Skills

Writing Skills

The user/ individual on the job needs to demonstrate how to: SA1. prepare required documentation and collate evidence in required

format SA2. document assessment decisions

Reading Skills

The user/individual on the job needs to be able to: SA3. read and interpret relevant information including assessment plans


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and assessment tools and instruments


The user/individual on the job needs to demonstrate communication skills to:

SA4. discuss evidence-gathering processes with practitioners and candidates

SA5. give clear and precise instructions SA6. ask effective questions SA7. provide clarification SA8. ask appropriate questions to clarify and confirm instructions for

evidence gathering SA9. discuss the assessment outcome and provide feedback to the

appropriate authority

Technology skills

The user/individual on the job needs to demonstrate: SA10. technology skills to use appropriate equipment and software (e.g.

tablets and automated assessment systems including online) to communicate effectively and to collect and record evidence as required

F. Professional Skills Decision Making

The user/individual on the job needs to demonstrate: SB1. How to weigh up the evidence and make assessment decisions SB2. How to recognise a candidate's prior learning SB3. How to consider and recommend reasonable adjustments

Plan and Organize

The user/individual on the job needs to demonstrate: SB4. organisational skills to collect evidence SB5. time-management skills to schedule assessment events and

activities

Customer Centricity

The user/individual on the job needs to know and understand: SB6. How to observe candidate performance and use appropriate

instruments to records behaviours against criteria SB7. How to identify when candidate may need assistance during the

assessment processes

Problem Solving

The user/individual on the job needs to know and understand how to: SB8. N/A

Analytical Thinking

The user/individual on the job needs to demonstrate: SB9. analysis and interpretation skills to:

interpret assessment tools and other assessment information,


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including those used in RPL

identify candidate needs

make judgements based on assessment of available evidence

Critical Thinking

The user/individual on the job needs to know and understand: SB10. N/A


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-------------------------------------------------------------------------------------------------------------------------------------- MEP/N9010 Participate in assessment validation and moderation

Overview


participate in assessment validation and moderation


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Unit Code MEP/N9010

Unit Title (Task)

Participate in assessment validation and moderation

Description This unit specifies the performance outcomes, skills and knowledge to validate competency based assessment processes, methods, tools and instruments and to moderate assessment outcomes in collaboration with other assessors.

Scope Validation is a process involving assessors collaborating to review, compare and evaluate their assessment process and their assessment outcomes in relation to the same NOS. This includes validating assessment processes, methods and tools, the evidence that was collected using these assessment processes, methods and tools and the interpretation of that evidence to make a judgement of competence.

Validation forms part of the quality systems of the assessment body and is undertaken to improve the quality of the assessment process.


Prepare for validation and moderation

Contribute to validation and moderation process

Contribute to validation and moderation outcomes


Element Performance Criteria 1. Prepare for

validation and

moderation

PC1. Confirm and the purpose, focus and context of validation /

moderation with relevant people and assessment system policies

and procedures

PC2. Analyse benchmarks for assessment and agree the evidence

needed to demonstrate competency

PC3. Identify and collectively agree any related documentation and

materials relevant to validation / moderation

2. Contribute to

validation and

moderation

process

PC4. Actively participate in validation / moderation sessions and

activities

PC5. Apply the Principles of Assessment and Rules of Evidence to the

review of:

the overall assessment process

assessment plans

interpretation of national occupational standards or other

benchmarks for assessment

selection and application of assessment methods

selection and use of assessment tools

the collected evidence

assessment decisions including the exercise of judgement

PC6. Check all documents used in the validation / moderation process

for accuracy and version control

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3. Contribute to

validation and

moderation

outcomes

PC7. Collectively discuss, analyse and agree validation / moderation

findings to support improvements in the quality of assessment

PC8. Discuss, agree and record recommendations to improve

assessment practice

PC9. Implement changes to own assessment practice, arising from

validation and appropriate to assessment role and responsibilities


D. Organisational Context

(Knowledge of the

company /

organisation and

its processes)

The user/individual on the job needs to know and understand: KA13. Organisational work systems, practices in relation to

a. Assessment policies and procedures such as:

i. candidate selection

ii. rationale and purpose of competency-based

assessment

iii. assessment records, and data and information

management

iv. recognition of prior learning and credit

arrangements

v. assessment reporting procedures

vi. assessment appeals

vii. candidate grievances and complaints

viii. validation and moderation

ix. evaluation and internal audit

x. costs and resourcing

xi. access and equity, and reasonable adjustment

xii. partnership arrangements

xiii. links with overall quality management system.


The user/individual on the job needs to know and understand: KB1. What is competency-based assessment including:

a. Technical and vocational education and training as acompetency-based system

b. criterion-referenced assessment as distinct from norm-referenced assessment

c. national occupational standards as the basis of qualificationsd. the principles of competency-based assessmente. the structure and application of national occupational

standardsKB2. How to interpret National Occupational Standards and other

related assessment information to determine the evidence needed to demonstrate competency including:

a. the components of National Occupational Standardsb. assessment of dimensions of competency and HSE

requirementsc. the NSQF level of units and QPsd. National Skills Qualifications Framework including


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characteristics of NSQF levels KB3. Different assessment methods and which methods may be

relevant to different units/ different parts of individual units KB4. Different types of assessment tools, what tools work for what

types of evidence, what are well constructed assessment tools and why

KB5. How to interpret and apply the Principles of Assessment: a. Fairnessb. Flexibilityc. Validity (face, content, criterion (i.e. predictive and

concurrent), construct and consequentiald. Reliability (reliability: internal consistency; parallel forms;

split-half; inter-rater; and, intra-rater)

KB6. How to interpret and apply the Rules of Evidence: a. Validity

b. Sufficiency

c. Authenticity

d. CurrencyKB7. How the Principles of Assessment and Rules of Evidence guide

assessment and validation processes KB8. The various reasons for carrying out validation and the different

approaches to validation that may be appropriate: a. before assessmentb. during assessmentc. after assessment

KB9. The critical aspects of validation, including validation of: a. assessment processesb. methods and toolsc. the collected evidence leading to assessment decisionsd. assessment decisions

KB10. Different aspects of quality systems such as: a. continuous improvement systemsb. quality assurance policies and processes

KB11. Records management systems KB12. Relevant HSE legislation, codes of practice, standards and

guidelines, impacting on assessment

Skills (S)

G. Core Skills/

Generic Skills

Writing Skills

The user/ individual on the job needs to demonstrate: SA11. How to prepare validation records

Reading Skills

The user/individual on the job needs to demonstrate: SA12. literacy skills to read and understand the documents relevant to

validation



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The user/individual on the job needs to demonstrate: SA13. communication skills to:

effectively participate and contribute to validation activitiesand sessions

collaborate with colleagues

seek and receive feedback on assessment practice

share and maintain confidentiality of sensitive information

gain and maintain trust of colleagues

provide advice and support to colleagues

Technology skills

The user/individual on the job needs to demonstrate: SA14. technology skills to use appropriate equipment and software to

communicate effectively H. Professional Skills Decision Making

The user/individual on the job needs to demonstrate: SB11. how to make decisions on validity of assessment processes, tools

and instruments

Plan and Organize

The user/individual on the job needs to demonstrate: SB12. planning skills to participate within agreed timeframes

Customer Centricity


Problem Solving

The user/individual on the job needs to demonstrate: SB14. problem solving skills to:

identify information that is inconsistent, ambiguous orcontradictory

suggest/confirm recommendations for improvements inassessment

Analytical Thinking

The user/individual on the job needs to demonstrate: SB15. evaluation skills to:

determine evidence requirements from national occupationalstandards

review assessment process

review assessment methods and tools

review collected evidence

evaluate and compare assessment planning, organisation,methods, tools, and evidence documentation leading toassessment judgements

identify where improvements to the assessment process canbe made

Critical Thinking


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The user/individual on the job needs to demonstrate:

SB16. N/A

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NOS Code MEP/N9010


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CRITERIA FOR ASSESSMENT OF TRAINEES

Job Role: Assessor Qualification Pack: MEP/Q0104 Sector Skill Council: Management & Entrepreneurship and Professional Skills Council

Guidelines for Assessment

1. Criteria for assessment for each Qualification Pack will be created by the Sector Skill Council. Each Performance Criteria(PC) will be assigned marks proportional to its importance in NOS. SSC will also lay down proportion of marks for Theory and Skills Practical for each PC 2. The assessment for the theory part will be based on knowledge bank of questions created by the SSC3. Individual assessment agencies will create unique question papers for theory part for each candidate at eachexamination/training center (as per assessment criteria below) 4. Individual assessment agencies will create unique evaulations for skill practical for every student at eachexamination/training center based on this criteria 5. To pass the Qualification Pack , every trainee should score a minimum of 80% in every NOS6. In case of successfully passing only certain number of NOS's, the trainee is eligible to take subsequent assessment on thebalance NOS's to pass the Qualification Pack

# The design of the Assessment of each QP (including individual weightings against each PC) will require further consideration in view of:

The need for holistic assessment - for example, one practical assessment per element, and

question bank to test theory

Design and deployment of assessment tools

Marks Allocation

Total Mark

Out Of1

Theory (Must achieve at least 70%)

Skills, Practical (Must achieve 100%)

1. Work within the

Indian skills system

PC1. Access information and advice

on policies and programs in the

Indian skills system on a regular

basis and apply knowledge to

work performed in accordance

with organisational procedures.

100% 70% 100%

1 both theory and practical assessments have a total possible score of 100.


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2. Work within the

organisation’s

quality framework

PC2. Undertake work according to

the organisation’s quality

assurance policies, procedures,

processes and codes of conduct 100%

50

70% 100% PC3. Undertake work according to

relevant ethical and legal

responsibilities. 50

3. Manage work and

work relationships

and work effectively

in the workplace

PC4. Plan and undertake work

collaboratively with colleagues

through sharing information

and ideas and working together

on agreed outcomes.

100% 70% 100%

PC5. Obtain, evaluate and act upon

feedback from clients and

colleagues

PC6. Perform tasks to the required

workplace standard

PC7. Complete administrative duties

accurately, systematically and

within required timeframes

PC8. Effectively use established

communication systems and

protocols in the workplace

4. Apply a client focused

approach

PC9. Identify clients and their needs

through effective

communication and use this

information to develop effective

work practices and outcomes.

100% 100 100% 70%

5. Work ethically PC10. Protect the rights of the

client/leaner when delivering

services

100%

10

100% 70%

PC11. Ensure services are delivered

equally to all clients regardless

of personal and cultural beliefs

10

PC12. Recognise potential ethical

issues in the workplace and

discuss with an appropriate

person

20

PC13. Recognise unethical conduct

and report to an appropriate 20


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person

PC14. Apply organisational guidelines

and legal requirements on

disclosure and confidentiality

20

PC15. Demonstrate awareness of

personal values and attitudes to

ensure non-judgemental

practice

10

PC16. Recognise, avoid and/or address

any conflict of interest 10

6. Apply HSE practices

in a training /

assessment

environment

PC17. Promote a safe working

environment and adhere to risk

management strategies for

clients, colleagues and others

who enter the workplace, in

accordance with duty of care

requirements

100%

20

100% 70%

PC18. Identify, control and report HSE

issues relating to immediate

work environment according to

procedures

20

PC19. Work safely and apply HSE

practices in the training

environment including using

appropriate personal protective

equipment (PPE) where

required

20

PC20. Follow emergency response

procedures 20

PC21. Document safety records

according to organisational

policies. 20

TOTAL 600

Marks Allocation


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Total Mark

Out Of2


Skills, Practical (Must achieve 100%

1. Model high standardsof performance

PC1. Perform consistently in

accordance with the

organisation's goals and

objectives and

organisational/professional

codes of conduct

100%

25

70% 100%

PC2. Demonstrate behaviours

that promote

professionalism in the

learning environment

25

PC3. Reflect individual

responsibilities and

accountabilities in work

goals and plans in

accordance with

organizational and legal

requirements. e Criteria

25

PC4. Apply ethical and inclusive

practices in professional

practice

25

2. Determineprofessional development needs and prepare development plan

PC5. Receive feedback on own

performance at different

levels

100%

25

70% 100%

PC6. Use feedback from

colleagues and clients to

identify personal learning

needs and areas of

professional development

25

PC7. Research industry and skills

sector trends and skill

needs to identify personal

development needs

according to career goals

25

PC8. Prepare a personal

development plan in

consultation with relevant

colleagues and associates.

25



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3. Participate inprofessional development and up skilling activities.

PC9. Identify and pursue

development opportunities

to support continuous

learning and maintain

currency of professional

practice.

100%

40

70% 100%

PC10. Participate in formal and

informal professional

networks to support

continuous learning.

30

PC11. Undertake training and

assessment to achieve

relevant identified

competencies in line with

personal development

plan.

30

4. Reflect on andevaluate professionalpractice

PC12. Research developments

and trends impacting on

professional practice and

integrate into work

performance

100%

40

70% 100%

PC13. Use feedback from

colleagues/clients to

identify and introduce

continuous improvements

in work performance

30

PC14. Contribute to continuous

improvement of systems

and processes in the

workplace.

30

TOTAL 400

Marks Allocation

Total Mark

Out Of3


Skills, Practical (Must achieve 100%)

1. Prepare theassessment environment and candidates for

PC1. Confirm assessment plan and

organisational/ ethical

requirements for conducting

assessment

20



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assessment PC2. Check that materials, physical

resources and other details of

the assessment plan are in

place and amend assessment

plan if required

100%

20

70% 100%

PC3. Review assessment tools and

instruments to confirm

evidence requirements and

criteria against which candidate

is to be assessed

20

PC4. Explain, discuss and clarify

details of the assessment plan

and the assessment process

with the candidates, including

opportunities for assessment,

reasonable adjustment, re-

assessment and appeals

20

PC5. Explain context and purpose of

assessment to candidates in line

with the requirements of the

relevant assessment guidelines

20

2. Gather evidenceas basis for decision

PC6. Apply Principles of Assessment

and the Rules of Evidence in

gathering assessment evidence

100%

30

70% 100%

PC7. Use agreed assessment

methods and tools to gather,

organise and document

evidence in a format suitable to

determine competence

35

PC8. Incorporate reasonable

adjustment during assessment

to accommodate candidate

needs and characteristics in line

with the assessment guidelines

35

3. Make theassessment decision

PC9. Examine collected evidence and

make assessment decision in

line with agreed assessment

plan, the assessment criteria

and rubrics provided by the

assessment body 100%

50

70% 100%

PC10. Use professional judgement to 50


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infer whether competence has

been demonstrated, based on

the available evidence and

Rules of Evidence

4. Record and reportassessment decision

PC11. Record assessment outcomes

promptly and accurately

according to assessment

policies and procedures and

organisational requirements

100%

40

70% 100%

PC12. Complete and process

assessment records ethically

and securely according to

agreed procedure

40

PC13. Inform relevant parties of the

assessment decision, according

to confidentiality requirements

and organisational procedures

20

5. Provide feedbackto the appropriate authority

PC14. Evaluate own assessment

practice

100%

25

70% 100%

PC15. Give clear and constructive

feedback on the assessment

outcome and process to the

appropriate authority in

accordance with contractual

and organisational

requirements

25

PC16. Explore ways, with the training

organisation and other relevant

authorities, of overcoming any

candidate’s gaps in competency

25

PC17. Maintain confidentiality at all

times when recording and

reporting assessment decisions

in line with organisational policy

and procedures

25

TOTAL 500

Marks Allocation


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Total Mark

Out Of4


Skills, Practical (Must achieve 100%

1. Prepare forvalidation and moderation

PC1. Confirm and the purpose, focus

and context of validation /

moderation with relevant

people and assessment system

policies and procedures

100%

35

70% 100% PC2. Analyse benchmarks for

assessment and agree the

evidence needed to

demonstrate competency

35

PC3. Identify and collectively agree

any related documentation and

materials relevant to validation

/ moderation

30

2. Contribute tovalidation and moderation process

PC4. Actively participate in validation

/ moderation sessions and

activities

100%

40

70% 100%

PC5. Apply the Principles of

Assessment and Rules of

Evidence to the review of:

the overall assessment

process

assessment plans

interpretation of national

occupational standards or

other benchmarks for

assessment

selection and application of

assessment methods

selection and use of

assessment tools

the collected evidence

assessment decisions

including the exercise of

judgement

40

PC6. Check all documents used in the

validation / moderation process

20



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for accuracy and version control

3. Contribute tovalidation and moderation outcomes

PC7. Collectively discuss, analyse and

agree validation / moderation

findings to support

improvements in the quality of

assessment

100%

35

70% 100% PC8. Discuss, agree and record

recommendations to improve

assessment practice

30

PC9. Implement changes to own

assessment practice, arising

from validation and appropriate

to assessment role and

responsibilities

35

TOTAL 300

contentsmepsc.in/download/assessor.pdf · consistency of evidence the evidence ... credit the value...

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